Taking the Wheel: Georgie’s Journey with the DRIVE Programme
Our National and Regional Leaders each year are challenged to take on a project - something that interests them that relates to road safety, the SADD programme and/or improving opportunities and outcomes for young people on the road. In this blog we chat to Georgie Muller, SADD National Leader and student at Mt Albert Grammar School, about her project where she worked with the team from DRIVE to promote the available resources and facilitate group sessions using the content. You can find more information about DRIVE here.
What’s your view on the DRIVE programme, and how did this project come about?
The DRIVE programme was introduced to me as a project idea for the SADD National Leadership programme after my first one fell through and in the end resulted in an experience I am fortunate to have been involved in. The idea was to pilot it at a school like Mount Albert Grammar School (MAGS) and see how it could potentially work long-term. For me, DRIVE was a chance to lead sessions with Kerry and Toni to help students work toward their learner licences. The goal was to make learning the road code interactive and engaging for 16-year-olds, instead of them just reading the rule book. It was a new approach for everyone involved, and we could get feedback on what to improve and what we might add to support future programmes.
How does DRIVE support students in preparing for their learner’s licences?
One thing that makes DRIVE unique is how it’s broken down into different modules, with activities to make it more interactive. As someone who learns best with practical, visual methods, it was helpful to teach these sessions in a way that I’d enjoy learning myself. For students who need hands-on guidance, we used whiteboard sessions and activities to make the road code feel less intimidating and more achievable.
Can you give a brief walk-through of the five-week pilot and some key activities?
The pilot ran for five sessions after school, about an hour or two each, though scheduling was difficult due to the prerequisite exams. We’d start by introducing what we intended to cover in each session with Toni, then play games to get everyone involved and gauge what they already knew. Activities included matching rules to specific licence types, answering questions to “build a road,” and true/false questions with whiteboard sessions. I believe these helped students remember the content better and engage more actively than they would by just reading the road code.
How does DRIVE help students stay more engaged than the standard road code material?
It helps them understand what they already know and identify areas they need to improve. DRIVE provides extensive resources right in front of them, so they’re not struggling with lack of information or confusion in specific areas. Having everything accessible in one place boosted their confidence and understanding.
Were there any challenges in implementing DRIVE in a school setting?
Definitely! There were some logistical challenges, like organising meetings to get consent, reserving classrooms, and the timing, as many sessions happened during lunchtime. Lunchtime sessions made it easy for students to be distracted or skip them since the seniors could leave early. But overall, we managed it well.
How did students respond to DRIVE? Did you notice any changes in their confidence or understanding?
Yes, absolutely. For students who attended consistently, I saw a big boost in their confidence. Some who were really quiet at first were answering questions quickly by the end, without even being prompted. They trusted themselves more and felt comfortable asking questions. It was great to see them grow in both knowledge and confidence.
Any memorable moments or success stories from the sessions?
For me, a big highlight was that one of the students emailed to say they passed with 35 out of 35 on the test. Hearing that feedback was really rewarding. On a personal level, this experience helped me develop leadership and facilitation skills and opened me up to new opportunities I might not have tried otherwise.
Do you think DRIVE influenced students' views on road safety and the importance of understanding the road code?
Yes, I believe so. Introducing this interactive model as they’re starting to drive should help them make safer choices as they move through the different licence levels. They’ll understand what’s necessary to stay safe and, hopefully, encourage their friends to do the same.
What’s the future of the DRIVE project, and do you hope to expand it to other schools?
I think it has real potential to expand. With the right people in charge at MAGS next year, it could continue successfully, and I think it could definitely roll out to other schools in New Zealand. Schools with students interested in leadership and promoting road safety could benefit a lot from a programme like DRIVE.
What advice would you give to students or facilitators interested in running this programme?
Good communication is key. Clear communication about what’s been done, what’s coming up, and what can be improved makes a huge difference. I’d also say to stay open-minded and not stress about getting everything perfect right away. Having two or three leaders in a group can also help with preparation and support.
What was the most rewarding part for you of running the pilot programme?
Seeing that first email from a student saying they’d passed and thanking us for our support—that was amazing. Watching students grow from the first to the last session and seeing their improvement felt really rewarding. It showed we’d actually made a difference.
How has working on DRIVE impacted your view on road safety education?
To prepare, I reviewed all the modules we'd be covering that week, refreshing my memory on road safety and the road code. This experience deepened my understanding of why these topics matter—not only for personal safety but also for helping new drivers build good habits.
Now, when my younger siblings start driving next year, I’ll be able to guide them to avoid mistakes and stay safe on the road. Teaching road safety in schools is essential since it’s often overlooked, yet it’s a topic that’s so critical for young drivers.
Has that changed your perspective on how that might be important as a subject in school?
Yes, especially with today’s generation of young drivers facing distractions like phones and peer pressure, making this a mandatory part of learning could be really valuable. It could be done as a tutorial once a week or every two weeks.
That way, students aren't drilled with the same material constantly throughout the year, but they still get the chance to learn these important safety skills. I think offering this kind of preparation before they even get their licences would really help them in the future.
Well done Georgie for taking on this project and paving the way for students in schools to learn together using the DRIVE resources! Watch this space for more info on how you might be able to facilitate something similar in your school!